Creating and Sustaining a Culture of Collaboration and Rigorous Reasoning in a Project-Based Classroom - PowerPoint PPT Presentation

Creating and Sustaining a Culture of Collaboration and Rigorous Reasoning in a Project-Based Classroom. Janet L. Kolodner College of Computing Georgia Institute of Technology

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Creating and Sustaining a Culture of Collaboration and Rigorous Reasoning in a Project-Based Classroom

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Kids can identify expectations after their first experience; then make them better over time

Gallery walks:

To make their solutions the best they can, they’ll need to test the solutions they’ve come up with and make decisions about what to do next; requires making predictions, running several trials, recording results, noticing patterns, comparing results to expectations, explaining discrepancies, ...

For others to trust how well their solution works and appreciate how well they did, they will need to explain why they did what they did and why it works the way it does

Peers can help; this requires making all the above clear to peers and identifying where they need help

Poster sessions:

One experiments in order to get to results others can trust and use; this requires planning well so that variables are controlled well, measuring accurately, running enough trials, recording data, noticing patterns, …

For each presentation, teacher attempts to restate student statements using scientific terminology and explanations; asks for evidence to justify decisions and interpretations; …

After full set, teacher helps students compare and contrast over the set and abstract out what’s most important (depending on the type of presentation) -- new design rules of thumb might be derived, new principles for designing and running experiments, new principles for reporting results, new phenomena noticed, old principles questioned and refined, new questions raised, …

The teacher introduces them to the notion of building on the work of others, patents, citations, …

They read about collaborative learning and its benefits and requirements (e.g., giving credit)

They talk about designing -- what did they do when they designed; how did they know if they were getting to a good solution -- the vocabulary of “criteria” and “constraints” is introduced; how their peers’ ideas helped.

They revisit the notion of the gallery walk and update their notion of what’s needed.